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These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Published by Universitas Pendidikan Indonesia
ISSN : 28290976     EISSN : 28088263     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Mathematics, Science and Social Education, Higher Level Thinking Skills Learning (HOTS), Information and Communication Technology (ICT) for Classroom Today, Society Era 5.0, Cooperative/Collaborative Learning, Multicultural Education and Inclusive Education, School Leadership and Management, Assessment and Student Achievement, Language and Literacy, Science, Technology, Engineering, and Mathematics (STEM) Learning, Improving Classroom Teaching, Industrial Revolution 4.0, Multimedia Applications, Curriculum, and Instructional Designs, Citizenship, and Character Education, Guidance and Counseling, Art, Local Wisdom, and Culture Education, Applying Psychological Theories to Classroom Instruction, Pedagogical Content Knowledge (PCK), and Classroom Action Research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 750 Documents
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The problem-based learning model has a significant effect on elementary school students' mathematical concept comprehension skills Sarila, Anesa Juliati; Fitriani, Andhin Dyas
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to determine whether there is a difference in the effect before and after learning using the problem-based learning model in improving students' mathematical concept understanding. This study uses a quantitative approach with a one-group pretest-post-test design to examine the effectiveness of the problem-based learning model in improving students' mathematical concept understanding. Based on the results of the Paired Samples T-Test, a sig. value (2-tailed) = 0.001 was obtained, which is smaller than the significance level α = 0.05. This indicates that H0 is rejected and H1 is accepted, which means that the use of the problem-based learning model has a significant effect on improving the mathematical concept comprehension abilities of fifth-grade students in the subject of fractions. As a whole, the problem-based learning model has been proven to contribute to improving students' mathematical concept comprehension skills.
The Effectiveness of the Project Based Learning (PjBL) Model with a Deep Learning Approach on the Critical Thinking Skills of Fifth Grade Students at SDN Pejaten 2 Permatasari, Anita; Sopandi, Wahyu; Hendriawan, Deri; Pujiasih, Yunita
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Previous studies on Project-Based Learning (PjBL) have demonstrated its potential to enhance higher-order thinking skills; however, limited research has integrated PjBL with a Deep Learning approach at the elementary school level, particularly in the Indonesian context. This study offers a novel contribution by combining PjBL with structured deep-learning processes—conceptual elaboration, reflective inquiry, and metacognitive reinforcement—to strengthen students’ critical thinking development more comprehensively. This research employed a one-group pretest–posttest design involving 64 fifth-grade students at SDN Pejaten 2 during a four-meeting intervention. Critical thinking skills were measured using a validated essay test, and data were analyzed using a paired sample t-test and effect size calculation. Findings show a significant improvement in students’ critical thinking skills, with the mean score increasing from 63.1 (pretest) to 82.4 (posttest) (t = 6.32; p < 0.001). The intervention yielded a large effect size (Cohen’s d > 0.80), indicating strong practical significance. These results highlight that integrating PjBL with a Deep Learning approach produces deeper cognitive engagement compared with conventional PjBL implementations reported in prior literature. This study provides empirical evidence that project-based learning enriched with deep-thinking processes can serve as an effective pedagogical model for fostering 21st-century competencies in elementary education.
The Use of Mini Project-Based Learning Media to Develop Collaboration Skills in First Grade Students at SDN Tanjungsari Rokayah, Eroh; Sopandi, Wahyu; Hendriawan, Deri; Paridah, Nur
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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21st century learning requires mastery of collaboration skills as part of the 4C competencies (critical thinking, creativity, collaboration, communication) that are important for future learning success. However, initial observations at SDN Tanjungsari in Pabuaran District show that first-grade students remain passive and struggle to collaborate effectively in completing group tasks, highlighting the need for improved learning strategies. This study aims to analyze the improvement of students' collaboration skills through the use of mini-project-based learning media designed in accordance with the principles of social constructivism, where knowledge is built through interaction and cooperation among students. The research method used is quantitative with a one-group pretest-posttest pre-experimental design. The research subjects consisted of 25 first-grade students. Data were collected using a collaboration skills observation sheet and analyzed using a paired sample t-test. The results showed a significantincrease in students' collaboration skills after the implementation of mini-project media, with the average score increasing from 63.4 to 82.8 (p < 0.05). These findings confirm that simple and contextual project activities, such as creating collages and posters with environmental themes, are effective in fosteringresponsibility, communication, and cooperation. The implications of this study emphasize the importance of applying a mini-project-based learning approach as a strategy for integrating collaborative values from the elementary school level in order to realize active, meaningful, and participatory 21st-century learning.
The Picture And Picture Learning Model To Improve The Thinking System Of Grade III Elementary School Students In The Skills Of Writing Narrative Texts Rubi'ah, Chitra; Heryani, Rina; Saputri, Aprilia Eki
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Literacy is skills or ability somebody in understand something with reading and writing literacy is foundation important in mastery various skills speaking, including skills writing. Participants educate school base still experience constraint in expressing ideas, understanding story themes, and composingflow in a coherent manner. Purpose from study this is do analysis to effectiveness model Picture and Picture to improve system thinking participant educate class three school base in skills write text narrative approach this help participant educate understand connection cause and effect and integration between events in the story. The method used in study this is quantitative with design pre-experiment one group pretest - posttest on 25 participants educated. Data obtained from the writing test narrative before and after treatment, then the result analyzed use paired sample t-test and N - Gain test. Based on results research, obtained proof existence significant improvements to the system thinking and skills write narrative after its implementation model Picture and Picture with mark significance 0.001 < 0.05 and N- Gain by 44.26% ( category medium). The results show that use of the Picture and Picture model capable increase systems thinking and skills write text narrative to participants educate class three school base.
The Influence of Digital Literacy Understanding on Elementary School Students’ Ability to Verify Information and identify Hoax Nurlaelasari, Fithri; Heriyani, Rina
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Rapid technological developments have made school-age students, especially elementary school students, digital natives who are accustomed to interacting and using the internet every day. This makes it easy for students to obtain information and spread hoaxes quickly through social media platforms. Understanding digital literacy among elementary school students is very important for developing critical verification skills. This study examines the effect of digital literacy understanding on elementary school students' ability to verify information and identify hoaxes. Using a purely quantitative survey approach, data were collected from 170 fourth- to sixth-grade students at SDN Melong Mandiri 1, Cimahi City using a 25-item Likert-scale questionnaire and 6 binary hoax scenarios. Descriptive analysis revealed a high overall digital literacy understanding (Mean=4.16, SD=0.87), with online privacy and personal security as the strongest dimension (Mean=4.35) and critical evaluation/hoax identification as the weakest (Mean=4.05). The average hoax detection accuracy was 88.5%, the highest for official sources (96.4%) and the lowest for health myths (72.1%). Inferential analysis confirmed a significant positive effect (r=0.684, p<0.001), with digital literacy explaining 46.8% of the variance in verification/hoax-recognition skills. The study concluded that although students have a strong digital literacy foundation, strengthening detailed, targeted evaluation skills is crucial, particularly related to contextual analysis and source credibility. This includes addressing vulnerability to subtle hoaxes suchas health myths, thereby enhancing overall digital resilience. Practical implications include a structured literacy module for elementary schools focused on critical verification training.
Implementation Of Digital Libraries In Digital Literacy Learning For Elementary School Students Permatasari, Gina; Heryani, Rina; Sopandi, Wahyu; Komara, Intan Budi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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The development of digital literacy in primary schools has not progressed in line with the increasing availability of digital devices. This study analyzes the implementation of digital libraries in supporting digital literacy learning in a public primary school in Purwakarta Regency. Using a descriptive qualitative method, the study involved 25 participants consisting of one principal (4%), four teachers (16%), and 20 students from grades four and five (80%). Data were obtained through observation, semi structured interviews, and documentation, then analyzed using Miles and Huberman’s model of data reduction, data display, and conclusion drawing. The findings show that digital libraries expand students’access to information and enhance independence in searching for digital content, where 70% of students demonstrate high information-seeking autonomy. Teachers’ utilization of digital libraries is categorized as moderate (50%), while access to digital devices remains uneven, with only 35% of students in the high-access category. The use of digital libraries also strengthens students’ critical and reflective skills, although implementation is constrained by limited facilities, low teacher proficiency in managing digital shelves, and restrictive school policies particularly the ban on mobile phone use. Overall, digital librariesfunction as collaborative learning spaces that support the development of 21st-century competencies when supported by adequate infrastructure and flexible school regulations.
Teachers’ Perspectives On Developing Collaborative Skills In Indonesian Elementary Students: A Qualitative Study Setiawan, Dadan; Maftuh, Bunyamin; Syaodih, Ernawulan; Riyadi, Arie Rakhmat
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study explores elementary students’ collaborative skills from both student and teacher perspectives, with a focus on group interaction dynamics and pedagogical strategies that promote effective collaboration. The qualitative study was conducted in four elementary schools in Cirebon Regency, involving 24 students and four teachers. Data were collected through classroom observations,semi-structured interviews, and learning document analysis. Findings indicate that students perceive collaboration as task-sharing, mutual support, and joint decision-making in classroom projects. Key challenges include differences in abilities, individual dominance, and uneven group coordination. Teachers emphasized the importance of strategic planning, facilitation of interactions, establishment of group norms, and continuous feedback to optimize collaboration. The results highlight that collaborative skills develop through active pedagogy, consistent teacher monitoring, and the habituation ofcollaborative practices in daily learning activities. This study provides significant insights for designing systematic and measurable learning strategies aimed at enhancing elementary students’ collaborative competencies, offering practical implications for teachers and educational policymakers.
Financial Literacy Levels of Fifth Grade Elementary School Students: An Ex Post Facto Quantitative Study Maryam, Cucu; Fitriani, Andhin Dyas
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Financial literacy is a crucial 21st-century skill that should be developed from the elementary level to ensure students are able to manage economic resources wisely and responsibly. This study aims to analyze the financial literacy levels of elementary school students and to describe the tendencies of achievement for each phase C indicator of financial literacy. This quantitative study employed an ex post facto design, where researchers did not administer direct interventions, but examined the actual conditions of students' abilities based on assessment results. The instrument used was a summative financial literacy assessment covering nine principal indicators: understanding sources of income, socialresponsibility, budget planning, wise spending behavior, social expenditure allocation, loan responsibility, saving strategies, understanding inflation, and risk management. Data were analyzed quantitatively and descriptively to determine average scores and categorize financial literacy levels. The findings revealed that students’ financial literacy was generally in the moderate category, with the highest achievements in saving and social responsibility aspects, and the lowest in budget planning and risk management. These results indicate that while students’ conceptual understanding of the value and function of money is fairly developed, their daily financial decision-making skills still need to be improvedthrough more contextual and practical learning experiences.
The Influence Of The Problem-Based Learning Model on Social Studies Learning Outcomes Riviewerd from the Geographic Location of Fourth Grade Students in Ledokombo II Cluster Apriani, Luh; Lasmawan, Wayan; Sanjaya, Dewa; Suastika, Nengah; Wapa, Andi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to examine the effect of the Problem-Based Learning (PBL) model on students’ social studies learning outcomes, reviewed from their geographic location. A quasi experimental posttest-only control group design was used. The population consisted of 190 fourth-grade students in the Ledokombo II cluster, and 110 students were selected through cluster random sampling. The sample was divided into two experimental and two control classes. Data were analyzed using two way ANOVA. The results show that: (1) PBL had a significantly higher impact on learning outcomes compared to conventional teaching (F = 22.284 > Ftable = 3.93), (2) there was a significant interactionbetween learning model and geographic location (F = 66.428 > Ftable = 3.97), (3) urban students achieved significantly better results in PBL classes than in conventional classes, and (4) rural students also showed significant differences, although lower than urban groups. These findings indicate that PBL is an effective learning model across contexts, yet geographic disparities influence the magnitude of its effectiveness
Systematic Literature Review: Computational Thinking Through Unplugged Activities Based On Spatial Reasoning Maps Ulwan, Muhammad Nasheh; Supriatna, Encep; Bait, Elmi Hanjar
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Computational thinking (CT) has been recognized as a fundamental 21st-century literacy, yet its integration into the elementary curriculum remains constrained by limited technological resources. This systematic literature review synthesizes research evidence on map-based unplugged activities for fostering CT skills, proposing a novel framework positioning spatial reasoning as the cognitive catalyst. Following PRISMA guidelines, this review examined peer-reviewed studies from multiple international databases, applying predefined inclusion criteria aligned with elementary education contexts. Findings demonstrate strong alignment between cartographic practices, spatial reasoning, and CT components, particularly through activities such as map-making and grid navigation. However, challenges persist in transferring unplugged CT skills into digital contexts. To address this gap, the Up-SpCT Pedagogical Model is introduced as a structured developmental pathway bridging spatially grounded unplugged experiences and digital CT engagement. This review highlights that map-based unplugged activities can be effectively integrated into elementary classrooms to build computational thinking foundations. The findings provide practical guidance for teachers to design spatially grounded unplugged lessons and inform curriculum developers on integrating CT as a transversal competency in primary education.

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